THE HUMAN BODY Living Things The human body …€¦ · THE HUMAN BODY Living Things Living ......
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THE HUMAN BODY Living Things Living things interact with each other and affect their environments in complex ways. Understanding of people, other animals and plants is fundamental to a wide range of human activity. The human body comprises complex systems that help it grow. Systems such as the circulatory, respiratory, muscular and digestive in humans consist of many organs that can be improved with exercise and a balanced diet. Over time, organs may fail due to environmental factors or disease. Organs may be repaired or replaced with improvements in medical practices. In this unit we will be examining these various body systems and body health. Stage 2 LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. UT S2.9 Selects and uses a range of technology, materials and other resources to enhance investigation INVS2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions This UNIT is concerned with; Defining main body systems/parts. Display a knowledge and understanding of the different body systems Explaining how the different systems of the human body function. Drawing and labelling diagrams of different body systems Researching a health issues concerning the main systems of the body CONTENT Students learn that: internal organs (e.g. heart, lungs) and systems (e.g. respiratory, nervous) serve particular purposes which help living things (animals and plants) to function and survive the cell is the building block of living things and growth occurs when cells increase in number Technological developments mean that body parts can sometimes be replaced by transplants or artificial organs. THE STUDENT LEARNS TO: • Record data in an appropriate form • Report to others, e.g. explanations and expositions. Independently implement aspects of a scientific investigation, such as, testing, recording accurate results, Identify and describe structures and functions in living things.
Transcript of THE HUMAN BODY Living Things The human body …€¦ · THE HUMAN BODY Living Things Living ......
THE HUMAN BODY
Living Things
Living things interact with each other and affect their environments in complex ways. Understanding of people,
other animals and plants is fundamental to a wide range of human activity.
The human body comprises complex systems that help it grow. Systems such as the circulatory, respiratory, muscular and digestive in humans consist of many organs that can be improved with exercise and a balanced diet. Over time, organs may fail due to environmental factors or disease. Organs may be repaired or replaced with improvements in medical practices. In this unit we will be examining these various body systems and body health.
Stage 2
LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact
with other living things and their environment.
UT S2.9 Selects and uses a range of technology, materials and other resources to enhance investigation
INVS2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions This UNIT is concerned with;
Defining main body systems/parts.
Display a knowledge and understanding of the different body systems
Explaining how the different systems of the human body function.
Drawing and labelling diagrams of different body systems
Researching a health issues concerning the main systems of the body
CONTENT
Students learn that:
internal organs (e.g. heart, lungs) and systems (e.g. respiratory, nervous) serve particular purposes which help living things (animals and plants) to function and survive
the cell is the building block of living things and growth occurs when cells increase in number
Technological developments mean that body parts can sometimes be replaced by transplants or artificial organs.
THE STUDENT LEARNS TO:
• Record data in an appropriate form • Report to others, e.g. explanations and expositions.
Independently implement aspects of a scientific investigation, such as, testing, recording accurate results,
Identify and describe structures and functions in living things.
ACTIVITIES
Lesson
Teaching/Learning Experience
Comments
Register
1. Discussion
HUMAN BODY SYSTEMS
Skeletal, Digestive, Respiratory, Circulatory, Nervous Systems.
DESIGN a Title page illustrating each system
2.
Skeletal System Read/discuss and summarise the facts.
EXPLANATION DRAFT
Components
How does it work?
Label diagram
RESEARCH medical/health issues that may directly affect the skeletal System
3. Digestive System Read/discuss and summarise the facts.
EXPLANATION DRAFT
Components
How does it work?
Label diagram
RESEARCH medical/health issues that may directly affect the Digestive System
4. Respiratory System Read/discuss and summarise the facts.
EXPLANATION DRAFT
Components
How does it work?
Label diagram
RESEARCH medical/health issues that may directly affect the Respiratory System
5.
Circulatory System Read/discuss and summarise the facts.
EXPLANATION DRAFT
Components
How does it work?
Label diagram
RESEARCH medical/health issues that may directly affect the Circulatory System.
6. Nervous System Read/discuss and summarise the facts.
EXPLANATION DRAFT
Components
How does it work?
Label diagram
RESEARCH medical/health issues that may directly affect the Nervous System
7 Fitness
Develop a fitness plan
examining various body systems
Investigate scientifically the effects of exercise on the body system, e.g. take pulse before and after exercise, stretch before and after a training regime
8 PROJECT
CHOOSE A BODY SYSTEM WRITE AN EXPLANATION DRAW AND LABEL A DIAGRAM EXPOSITION WRITING.
CHOOSE A HEALTH ISSUE RELATED TO YOUR CHOSEN BODY SYSTEM AND WRITE AN EXPOSITION TO EXPRESS YOUR POINT OF VIEW
EXAMPLES-
Smoking should be banned Only healthy food should be sold at the
school canteen Exercise is important for a healthy heart Children should have a diet high in
calcium Practise makes perfect- Homework is
good for your brain
9. ASSESSMENT
Written test paper to ascertain children’s understanding of ‘the Human Body
Poster (project)
EXPLANATION WRITING
An explanation tells HOW and WHY things occur in SCIENCE
STRUCTURE- Fill in the proforma below to guide you as you research.
TITLE/TOPIC What are you writing about?
The Circulatory System
DEFINING STATEMENT
Define what is it you are explaining?
COMPONENTS Or PARTS What is it made up of?
THE EXPLANATION SEQUENCE How does it work? A series of events. Usually a new paragraph for each component
CONCLUDING STATEMENT Can include interesting/special features
EXPOSITION WRITING (Persuasive)
An exposition ARGUES a particular point of view (for or against)
STRUCTURE- Fill in the proforma below as a plan
TITLE/TOPIC What are you writing about?
INTRODUCTION
A statement of your opinion
REASON ONE Support your opinion with an argument, give examples
REASON TWO Support your opinion with another argument, give examples
REASON THREE Support your opinion with another argument, give examples
CONCLUDING STATEMENT Sum up your argument
SCIENCE PROJECT-THE HUMAN BODY
STEP ONE
CHOOSE A BODY SYSTEM FROM THIS LIST
Digestive System Skeletal System Respiratory System
NOT
Circulatory System model Nervous System
assessment
STEP THREE
DRAW AND LABEL A DIAGRAM OF YOUR CHOSEN BODY SYSTEM
This must be hand drawn
All important parts/organs need to be labeled
STEP TWO EXPLANATION WRITING
WRITE AN EXPLANATION FOR YOUR CHOSEN
BODY SYSTEM
USE THE ATTACHED PROFORMA TO HELP YOU AS YOU ARE RESEARCHING
……..explain how it works …………
STEP FOUR
EXPOSITION WRITING.
CHOOSE THE HEALTH ISSUE RELATED TO YOUR CHOSEN BODY SYSTEM AND WRITE AN EXPOSITION TO EXPRESS YOUR POINT OF VIEW (using the proforma as a guide)
DIGESTIVE SYSTEM- Healthy food should be sold at the
school canteen SKELETAL SYSTEM- Children should have a diet high in
calcium RESPIRATORY SYSTEM- Smoking should be banned
YOU MAY THINK OF YOUR OWN EXPOSITION TOPIC RELATED TO
THE BODY SYSTEM YOU HAVE CHOSEN
STEP FIVE Your project must be presented as a poster on a piece of cardboard.
Your project is due Monday 15th
September
You will be expected to present your project to your class in a brief 2min oral presentation that outlines your research.
HAVE FUN!!
WHAT MAKES ME GROW?
Every day I am growing bigger. All of me!
BONES….LUNGS….HEART….INTESTINES….BRAIN….SKIN….HAIR ….
All of these parts of me are made up of something very special called CELLS
A cell is very, very, very small
We can’t see cells but they are all alive
There are billion s of cells inside you and me too.
There are different types of cells in our bodies because they have different jobs.
DIFFERENT TYPES OF CELLS
THE SKELETON
I have a skeleton.
If I didn’t have a skeleton I would be floppy like a jelly fish.
WHY?
My skeleton gives me my shape
My skeleton gives me protection
It protects my most important organs such as my
brain, my heart and lungs.
My skeleton provides support for my muscles
My skeleton also produces blood cells and stores
minerals such as calcium
My SKELETON is made up of 206 bones. They are locked
together, however they move as a bone system!
THE DIGESTIVE SYSTEM
Food cannot be used by the body in the form we eat it. Before it is
absorbed into the blood stream it goes through many changes.
Digestion begins in the mouth. The front teeth bite the food and the back
teeth grind the food into a paste. In the mouth the food is mixed with
saliva. This is the first step in the breakdown of food.
The food is then swallowed and travels down a tube called the oesophagus
into the stomach.
The stomach produces digestive juices. Muscles in the walls of the stomach
keep the food turning so that the food is mixed with these juices. Food
spends approximately 3 hours in your stomach. The food then passes from
the stomach to the small intestines
The small intestines break down the food even further. Here all the
nutrients leave the intestines through millions of tiny tubes. From here the
nutrients enter the blood stream to be sent to all the cells of your body.
Food waste then travels through the large intestines. It is here that fluids
are absorbed back into the bloodstream.
Any waste products not used by the body exit through the anus.
The Respiratory System
In the air is a gas called OXYGEN.
We need oxygen to survive. The air we need to survive enters our body through
the RESPIRATORY system.
We breathe in air through our NOSE. (Inhale)
There are many tiny hairs in our nose that work to trap all the dirt particles that
are in the air we inhale. If we breathe in too much dirt or dust, we will sneeze or
cough to get rid of these particles.
The clean air then travels down a tube called the windpipe or TRACHEA and into
our LUNGS.
This air travels through the BRONCHIAL TUBES into millions of tiny air sacs called
ALVEOLI. The alveoli are like little balloons. These air sacs fill with air as the air
enters our lungs.
From here, OXYGEN travels into the blood.
The rest of the air, which we don’t need, is then breathed out. (Exhale)
THE CIRCULATORY SYSTEM
THE HEART
The HEART is a powerful muscle in our body that PUMPS and CIRCULATES blood through our
body.
The HEART is not very big; it is only about the size of your fist. It weighs less than half a kilogram,
but it is very strong.
Inside the HEART are FOUR hollow spaces, called CHAMBERS. Each chamber is like a pump. They
work together to pump (circulate) blood through our bodies.
In less than a minute the blood makes one whole trip around our entire body. This is called the
CIRCULATION of the blood.
BLOOD
The CELLS in our body need FOOD and OXYGEN to stay healthy.
Red blood cells are produced in the bone marrow.
The blood takes these important nutrients throughout our body. The blood leaves the HEART
carrying food and oxygen and delivers these things to all your cells. Blood travels from the heart
in our ARTERIES.
The blood returns to our heart through VIENS to collect fresh oxygen and circulate around your
body once more.
You can see blood travelling through your arteries and veins if you look closely at your body.
Where can you see your veins and arteries?
THE NERVOUS SYSTEM
The BRAIN
The brain is the most wonderful computer in the world. It controls our body.
We have an amazing body of moving parts; however none of these parts can act on
their own.
Our BRAIN makes everything work because it tells everything what to do such as our
heart, lungs, and fingers- all of you.
MESSAGES originate in the brain. When a message is sent it travels from the BRAIN
and along the SPINAL CORD. The message then continues along a series of
NEURONES (nerve cells). This is called a NERVE CHAIN. The message travels along the
nerve chain, in an instant, to its destination.
Our BRAIN is made up of 3 main parts
The CEREBRUM
The CEREBELLUM
The MEDULLA
These 3 parts of the brain send different types of messages to different parts of the
body
TITLE/TOPIC What are you writing about?
The Circulatory System
DEFINING STATEMENT
Define what is it you are explaining?
The circulatory system is a system of the human body. The circulatory system is the circulation of the blood around the body from the heart and back again.
COMPONENTS Or PARTS What is it made up of?
Heart
Blood
Blood vessels- veins and arteries
Capillaries
Platelets, white blood cells, red blood cells
Lungs
cells
THE EXPLANATION SEQUENCE How does it work? A series of events. Usually a new paragraph for each component
Red Blood Cells carrying oxygen and nutrients; Heart (pumps) arteries(flows/travels) Capillaries cells (oxygen and nutrients) Veins (flow/travel) lungs (absorbs oxygen) Heart (pumps) White blood cells; fight disease and infection Platelets- plug up cuts
CONCLUDING STATEMENT Can include interesting/special features
The circulatory system is an amazing body system
Red blood cells are produced in the bone marrow.
In less than a minute the blood makes one whole trip around our entire body.
The HEART is not very big; it is only about the size of your fist.
The HEART is a powerful muscle
Digestion begins in the mouth. The front teeth bite the food and the back teeth grind the food into a paste. In the mouth the food is mixed with saliva. This is the first step in the breakdown of food.
The stomach produces digestive juices. Muscles in the walls of the stomach keep the food turning so that the food is mixed with these juices. Food spends approximately 3 hours in your stomach. The food then passes from the stomach to the small intestines
THE DIGESTIVE SYSTEM
Any waste products not used by the body exit through the anus.
The food is then swallowed and travels down a tube called the oesophagus into the stomach.
Food waste then travels through the large intestines. It is here that fluids are absorbed back into the bloodstream.
Food cannot be used by the body in the form we eat it. Before it is absorbed into the blood stream it goes through many changes.
The small intestines break down the food even further. Here all the nutrients leave the intestines through millions of tiny tubes. From here the nutrients enter the blood stream to be sent to all the cells of your body.
